Metacognitive Reflection

Rhetorical Analysis of

How to Tame a Wild Tongue by Gloria Anzaldua

            Gloria Anzaldua comes from a very distinct background; her parents are immigrants, she was born in south Texas, and she speaks multiple dialects of Spanish and English. The purpose of her writing is to redefine minority identities[S1] . Anzaldua expresses how diversity affects[S2]  the shaping of one's personal identity and the importance of language with multilingual diction, personal anecdotes, and motif.    [S3] [S4] 

            Throughout her essay, Anzaldua incorporates a plenitude of non-English words to convey   the cultural differences that she faced as an immigrant[S5] . In her opening, Anzaldua includes Spanish sentences and translates them into English to explain their meanings. By deciphering her language, Anzaldua introduces her cultural identity and establishes her linguistic origins. She also incorporates Chicano words that she does not fully clarify. Though this may confuse the reader, Anzaldua is able to introduce her Chicano heritage and draw a distinction between the Chicano language and other Spanish dialects. Anzaldua then goes on to explain the history of some of the Chicano words that have developed as a result of cultural blending. She writes, "With Mexicans I'll try to speak either Standard Mexican Spanish… With Chicanas from Nuevo Mexico or Arizona I will speak Chicano Spanish". Thus, she manifests her background as an immigrant who has experienced cultural and linguistic fusions that have changed her "home" tongue into one that speaks different types of Spanish.[S6] [S7] 

            In describing her cultural and linguistic transformation, Anzaldua uses multiple personal anecdotes that show how she was influenced to change.[S8]  Anzaldua[S9]  introduces her linguistic heritage by informing the reader about her " 'home' tongues" , which she shares with her family members. She then goes on to explain how she has learned different Spanish and English dialects throughout school and her career. To her, each language and each dialect represents different types of people, location, and culture, as she says describes the specific type of language she would speak with certain people.[S10]  This background shows the reader how she learned different languages, and what they mean to her. Anzaldua also includes an account of her discovery of a Chicano novel, and how it encouraged her to teach Chicano literature despite the possibility of losing her job. Her personal gratitude for Chicano literature conveys her attachment and zeal for her Chicano heritage, even as someone who has assimilated into American culture. This shows that to Anzaldua, language is an identifying element that she feels compelled to teach and share. Despite cultural and geographical changes, her language still defines her as a true Chicano who will never lose that cultural identity[S11] . Anzaldua's personal anecdotes clearly show how she cherishes her linguistic character over other elements.

                        Anzaldua's native tongue and her accent have significantly influenced her development of personal identity[S12] . Anzaldua's frustration with her accent and the conflict it causes in her assimilation to American culture recur throughout her essay. The excerpt opens with Anzaldua in the dentist office, frustrated because the dentists is complaining that her tongue is "strong and stubborn". She thinks to herself, "How do you tame a wild tongue, train it to be quiet…" Although the dentists was not referring to Anzaldua's accent, her reaction is representative of how the problems she has had with her accent causes her to be conscious of how others view her. She believes her accent is something that defines her[S13] . She explains "Chicano Spanish is a border tongue which developed naturally". Because of this she isn't accepted as a native speaker by those who speak Spanish or those who speak English. As a child Anzaldua had many obstacles and stereotypes to overcome because of her Chicano tongue. Her language was a source of conflict that caused her anger and frustration, as well as problems concerning her self-esteem.

            The problems Anzaldua had identifying with her environment because of her language and heritage could have negatively affected her personal identity and linguistic character. However, she eventually recognizes she cannot be content with herself until she accepts the incompetence of her tongue[S14] . Gloria Anzaldua is an archetypal example of how a person is capable of being self-approved despite hostile reactions to uniqueness. Language is an integral part of a person's identity, and it is up that individual to value it. [S15] 

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 [S1]Be more specific; her Chicano identity. "Minority identities" is too broad.

 [S2]Fix to "impact of diversity" to make the sentence clearer.

 [S3]Add more to the introduction. Expand more. Elaborate.

 [S4]Clear thesis. Main idea is concisely stated.

 [S5]Opening sentence refers to the thesis and introduces the paragraph well.

 [S6]Direct quotation from the text is used. Quotes are analyzed and used to support the argument. Explanation clearly states why the quote relates to the thesis.

 [S7]Provides a transitioning sentences that introduces the following paragraph.

 [S8]Opening sentence clearly introduces the main idea of the paragraph and refers back to the thesis.

 [S9]"Anzaldua" is repeated many times throughout the essay. "She" or "the author" can be used to add diversity to the writing.

 [S10]Analyzing sentence follows a statement and draws a connection to the thesis. Other paragraphs follow this structure.

 [S11]Analysis of an example provides explanation as to how it connects to the thesis.

 [S12]Opening sentence clearly introduces the main idea of the paragraph and refers back to the thesis.

 [S13]Analysis provides insight to the understanding of the quote and strengthens the argument.   Such accompanying analyses complement quotations and supports the main idea.

 [S14]The thesis is restated in the concluding paragraph.

 [S15]Ending sentence provides a leading thought.